AN 


ADDRESS  OR  EDUCATION, 

DELIVERED  ON  THE  DAT  OP  THE 

LAYING  OF  THE  CORNER-STONE 


NEWBERRY  COLLEGE, 

JULY  15,  1851. 


BY 

JOHN  BACHMAN,  D.D. 

PRESIDENT  OP  THE  BOARD  OP  TRUSTEES. 


CHARLESTON,  S.  C. 

JAMES  & WILLIAMS,  PRINTERS, 

16  STATE-STREET. 


185  7. 


'tV'ac?  ‘be^Wook  ,5Tb 


CORRESPONDENCE. 


<£U  / 


Rey.  J.  Bachman,  D.D. 


POMARIA,  S.  C.,  JULY  17th,  1857. 


Dear  Sir — At  a meeting  of  the  Board  of  Trustees  of  Newberry  College^ 
held  yesterday,  the  undersigned  were  appointed  a committee  to  solicit  for 
publication,  a copy  of  the  very  able  and  interesting  address  delivered  by  you, 
on  the  occasion  of  laying  the  corner-stone  of  the  .college  building. 

Sincerely  hoping  you  may  be  able  to  comply  with  our  request,  we  are 
Yours  very  respectfully, 

T.  S.  BOINEST,  ) 

O.  B.  MAYER,  r Committee . 

P.  TODD,  ) 


Rev.  T.  S.  Boinest,  Dr.  O.  B.  Mayer,  and  Dr.  P.  Todd. 

Gentlemen — The  address  alluded  to,  in  too  flattering  terms,  in  your  note, 
was  hastily  written,  and  without  an  idea  that  its  publication  would  be  called 
for.  Under  the  hope,  however,  that  it  may  awaken  an  additional  interest  in 
favor  of  the  institution  we  are  all  desirous  of  fostering,  I will  waive  all 
private  considerations,  and  cheerfully  place  the  manuscript  at  your  disposal. 

Yours  respectfully, 

JNO.  BACHMAN, 


? 


23411 


ADDRESS  ON  EDUCATION. 


Friends  and  Fellow  Citizens  : 

Believing  that  the  event  we  are  commemorating  this  day,  is 
the  commencement,  in  this  portion  of  our  State  at  least,  of  a se- 
ries of  efforts  and  labours,  in  the  promotion  of  knowledge — the 
foundation  of  enlarged  means  of  usefulness  and  the  increase  of 
human  happiness,  you  will  indulge  us  in  inviting  your  attention 
to  a subject  which  should  be  prominent  in  our  minds  on  an  oc- 
casion like  this,  namely  that  of  Education — the  rearing  up  of  the 
intellectual  and  moral  man,  which  is  to  prepare  him  for  his 
struggles  through  life,  for  his  labors  and  efforts  in  the  various 
duties  which  are  before  him,  including  his  moral  and  religious 
training;  this  latter  will  impress  on  his  mind  the  sentiments  of 
truth,  justice,  honour,  benevolence  and  purity  of  life,  fitting  him 
for  that  higher  destination  to  which  the  Christian  aspires — the 
hopes  of  immortality  and  the  bliss  of  heaven. 

Education,  in  the  general  sense  of  the  term,  may  be  defined 
the  art  of  training,  instructing  the  mind  and  forming  the  cha- 
racter of  the  young. 

According  to  this  definition,  the  education  of  youth  not  only 
embraces  the  instruction  given  for  the  regulation  of  his  man- 
ners and  his  improvements  in  literature,  science  and  morals, 
but  every  opinion  he  has  imbibed  and  every  habit  he  has  aquired, 
either  from  his  associations,  from  the  reflections  of  his  own  mind 
or  from  reading  the  thoughts  and  sentiments  of  others.  It 
farther  includes  the  regulation  of  his  propensities  and  passions, 
and  that  self-government  which  will  preserve  him  from  the  con- 
tagion of  examples  of  evil  and  will  enable  him  to  profit  by  the 
wisdom  and  virtue  of  the  good. 


6 


ADDRESS  ON  EDUCATION. 


The  importance  of  a well  directed  education  in  this  compre- 
hensive sense  of  the  term  is  so  evident  and  so  generally  admit- 
ted, that  it  would  appear  to  be  almost  superfluous  to  enlarge  on 
the  subject,  before  this  enlightened  audience. 

There  are  however  some  well  disposed  persons  who  do  not 
readily  admit  the  importance  of  any  studies  that  are  not  prac- 
tically of  importance  to  our 'own  immediate  necessities-^-in  other 
words  that  nothing  is  worth  knowing  that  does  not  supply  us 
with  food  and  raiment.  If  time  would  permit,  it  could  easily  be 
shown  in  what  manner  education  increases  the  facilities  of 
labour  and  adds  to  those  productions  which  are  necessary  to  the 
sustenance  and  comfort  of  the  world. 

We  may  be  told  that  our  forefathers,  possessed  of  very 
limited  attainments,  were  enabled  to  convert  the  forest  into  fer- 
tile fields — that  they  raised  their  own  products  and  were  as  con- 
tented, as  virtuous  and  as  happy  as  any  of  their  successors; — 
Where  then,  they  will  ask,  is  the  advantage  of  contributing  so 
largely  to  the  cause  of  education  if  so  little  is  apparently  gained 
by  the  change  ? In  answer  to  this,  we  will  observe,  that  if  we 
for  the  sake  of  argument,  admit  that  this  was  the  case  in  the 
generation  which  is  now  fast  disappearing,  the  important  fact 
must  not  be  overlooked,  that  they  were  surrounded  by  men  of 
their  own  pursuits— habits  of  thought,  education  and  manner  of 
life — they  had  therefore  few  rivals  and  being  on  a general  equali- 
ty, they  were  in  a measure  freed  from  the  mortifications  attendant 
on  a consciousness  of  inferiority. 

But  let  us  not  overlook  the  changed  circumstances  under 
which  the  rising  generation  is  summoned  to  engage  in  labors  and 
efforts  that  are  required  of  them  not  only  in  their  social  capaci- 
ties, but  as  men  and  citizens  of  our  common  country.  The  pro- 
gress of  all  civilized  nations  in  every  department  of  knowledge 
and  especially  in  scientific  attainments,  has  been  unprecedented 
in  any  former  period  of  the  world.  Our  own  population  has  in- 
creased since  the  organization  of  our  government  from  three  to 
twenty-six  millions — the  number  of  our  States  has  been  multi- 
plied from  thirteen  feeble  sovereignties  to  thirty-one  powerful  in- 
dependent States,  and  many  territories.  The  barriers  presented 
by  the  Alleghanies  have  succumbed  to  the  science  and  indomitable 
perseverance  of  our  race — the  wilderness  of  the  far  West  has 
yielded  and  fallen  before  the  axe  of  the  sturdy  and  independent 
husbandman,  and  the  once  solitary  desert  has  been  made  to  “re- 


ADDRESS  ON  EDUCATION. 


1 


joice  and  blosom  as  the  rose.”  California  has  yielded  its  aurife- 
rous treasures.  The  mighty  rivers,  among  which  the  father  of 
waters  in  the  west,  the  lakes,  the  inland  seas  of  the  North,  the 
wide  Pacific  Ocean  that  now  rejoices  in  rolling  its  billows  on  our 
own  shores,  are  all  whitened  with  the  sails  of  our  commerce; 
and  the  screams  of  the  loon,  the  tern  and  the  sea  gull  have  been 
iuterrupted  by  the  putting  of  the  huge  steamer  and  all  the  other- 
appurtenances  of  an  enterprising  and  progressive  nation.  The 
arts  have  advanced,  and  manufactures  have  multiplied  the  ar- 
ticles of  clothing  a thousand  fold,  through  the  agency  of  steam. 
Our  railroads  are  daily  increasing  the  facilities  of  travel  and 
commerce,  and  our  telegraphic  wires  seem  destined  to  encircle 
the  globe  and  invite  to  rapid  and  familiar  converse  all  the  na- 
tions of  men — so  that  the  ear  can  catch  the  sound  almost  at  the 
moment  it  is  uttered  on  the  opposite  sides  of  our  hemisphere. 
Science  and  the  arts  have  combined  to  supply  the  necessities, 
comforts  and  luxuries  of  the  increased  population  of  our  teeming 
earth. 

From  what  sources  have  all  these  wonderful  improvements 
been  derived?  Is  it  it  not  self-evident  that  they  were  solely  the 
result  of  education?  Ignorance  can  never  become  the  mother  of 
invention.  Unenlightened  Africa  has  stood  still  for  ages  and  cen- 
turies shrouded  in  barbarism  and  gloom,  whilst  the  educated  na- 
tions of  the  world  have  carried  the  lights  of  knowledge,  the  trea- 
sures of  commerce,  the  aids  of  civilization  and  the  blessings  of  re- 
ligion, to  the  farthest  earth. 

Under  these  improved  circumstances,  when  knowledge  is  ad- 
vancing with  such  rapid  strides,  it  is  impossible  for  you  not  to 
see  and  to  feel  that  unless  you  and  your  children  follow  in  this 
march  of  improvement,  they  will  be  left  at  an  infinite  distance 
behind;  and  instead  of  being  associated,  as  our  fathers  were, 
with  a band  of  equals,  they  will  be  compelled  for  want  of  educa- 
tion to  fall  back  into  the  lower  ranks  of  life,  and  have  the  morti- 
fication of  witnessing  those  who  in  many  circumstances  may 
have  been  their  inferiors,  now  by  their  improvements  in  educa- 
tion, rising  above  them.  It  is  in  vain  for  us  to  expect  that  our 
children  can  maintain  their  position  and  prospects  of  usefulness 
in  society  without  being  entered  into  the  ranks  in  the  march  of* 
human  knowledge  and  progress.  The  world  will  go  forward, 
without  any  regard  to  our  indifference.  Men  have  felt  the  plea-  9 
sure  which  is  derived  from  information  and  knowledge.  They 


8 


ADDRESS  ON  EDUCATION. 


have  experienced  its  good  effects,  and  one  acquisition  has  brought 
another  within  their  reach.  “Knowledge,”  says  Johnson,  “always 
desires  increase;  it  is  like  fire  which  must  first  be  kindled  by 
some  external  agent,  but  will  afterwards  propagate  itself.”  We 
may  feel  assured  that  in  this  march  of  improvement  men  will  not 
take  a single  step  backwards.  As  soon  might  we  expect  that 
the  travellers  who  have  been  accustomed  to  the  comforts  and 
rapidity  of  the  rail  road  car,  would  prefer  going  back  to  the  old- 
fashioned  tardy-paced  stage-coach — or  the  community  be  willing 
to  relinquish  the  fine  and  cheap  products  of  the  steam  facto- 
ry for  the  spinning  wheel  and  the  hand  loom,  as  to  believe  that 
in  the  present  day  we  could  do  well  enough  without  schools  or 
seminaries  of  learning,  and  that  a simple  cross,  with  “his  mark” 
written  above  and  beneath  will  confer  any  addittional  respect- 
ability to  the  individual  who  is  compelled  to  make  it. 

It  is  almost  impossible  to  conceive  to  what  an  extent  the  prin- 
ciples and  conduct  of  every  man,  his  successes  or  his  mis- 
fortunes, the  happiness  or  misery  of  his  life,  depend  on  his  early 
education  and  training  in  knowledge,  morals  and  religion.  He 
is  left  by  nature  a weak  and  helpless  creature;  he  is  dependent 
on  the  care  of  others;  he  cannot  provide  for  his  own  sustenance 
or  safety.  But  how  wonderful  is  the  difference  between  what 
he  is  at  his  birth  and  what  he  may  become  at  his  maturity.  God 
has  given  him  the  privilege  of  enlarging  and  forming  his  various 
powers  by  his  own  diligence  and  skill,  so  that  with  a consider- 
able force  of  truth,  it  may  be  said,  he  enjoys  the  proud  pre-emi- 
nence of  being  his  own  maker. 

We  do  not  desire  to  be  understood  as  supporting  the  doctrine 
that  every  thing  in  the  intellectual  and  moral  system  is  the  re- 
sult of  education.  It  is  admitted  that  the  rudiments  of  disposi- 
tion and  capacity  are  very  different  as  beheld  even  in  children. 
In  some,  the  sensitive  powers  are  quick  and  lively,  whilst  in 
others  they  are  dull  and  sluggish.  The  external  structure  of  the 
organs  of  the  body  and  the  mind  differ  widely  in  different  indi- 
viduals, and  it  is  therefore  reasonable  to  suppose  that  the  inter- 
nal structure  and  the  more  concealed  corporeal  system  on  which 
the  offices  of  the  mind  depend,  must  also  be  essentially  different. 

Although  it  is  admitted  that  education  cannot  elevate  all 
men  to  the  same  high  standard,  it  can  improve  the  minds  of  all 
and  greatly  increase  their  capacities  for  usefulness  and  enjoy- 
ment. 


ADDRESS  ON  EDUCATION. 


9 


Having  presented  these  views  of  education  in  general,  let  us 
proceed  to  the  subject  which  is  more  immediately  connected  with 
the  object  of  our  present  assemblage.  We  met  together  to-day, 
to  lay  the  corner  stone  of  the  first  college  ever  erected  in  the 
district  of  Newberry.  Its  inhabitants  have  set  an  example  to 
the  neighboring  districts,  of  their  devotion  to  the  cause  of  edu- 
cation and  of  their  determination  to  open  the  halls  of  learning 
and  science  to  their  children  and  their  posterity. 

A college  is  an  institution  endowed  with  certain  revenues, 
with  competent  professors,  where  the  several  parts  of  learning 
are  taught  in  halls  and  classes  arranged  for  that  purpose. 

A university  is  an  assemblage  of  several  of  these  colleges. — 
Thus,  in  the  English  universities  of  Oxford  and  Cambridge 
there  are  in  each  upwards  of  twenty  colleges.  In  the  univer- 
sities the  different  professions,  such  as  theology,  law,  and 
medicine  are  taught.  The  individuals  who  attend,  1 are  men 
who  had  previously  received  a collegiate  education.  They 
simply  attend  the  courses  of  lectures  and  are  not  subject  to  the 
restraints,  the  daily  tuition,  examination  and  discipline  of  the 
college. 

In  America,  universities  of  this  character  are  less  needed,  in- 
asmuch as  the  various  religious  denominations  have  theological 
seminaries  supported  by  themselves,  and  our  schools  of  law  and 
medicine  are  found  to  prosper  most,  where  they  are  unconnected 
with  the  classical,  the  mathematical  and  literary  studies  of  the 
common  college. 

What  is  most  needed  in  our  country  are  colleges  conducted 
on  the  plan  of  the  German  gymnasiums,  where  youths  are 
thoroughly  grounded  in  those  studies  pertaining  to  our  colleges — 
where  their  lessons  are  daily  recited  to  competent  professors — 
where  they  are  stimulated  to  industry  by  the  honors  that  await\ 
the  most  distinguished,  where  their  moral  and  religious  duties 
are  faithfully  instilled  into  their  minds,  and  where  a course  of#, 
rigid  discipline  is  observed,  by  which  they  will  be  preserved  frornV 
the  contagious  examples  of  vice,  imbibe  the  principles  of  integ- 
rity and  honor,  be  qualified  to  fill  important  stations  in  life  and 
become  the  ornaments  of  Society,  the  pride  of  their  families  and 
a blessing  to  their  country. 

Such  an  institution  we  have  resolved,  under  the  favor  of 
heaven,  to  rear  up  in  your  midst.  We  have  met  this  day  to  re- 
mind each  other  of  the  arduous  work  we  have  undertaken  to  ac- 
2 


10 


ADDRESS  ON  EDUCATION. 


complish — to  solicit  in  behalf  of  our  labors  and  immense  expen- 
ditures the  countenance  and  support  of  patriotic  and  good  men, 
and  to  invoke  the  blessings  of  Almighty  G-od. 

We  will  endeavor,  to  point  out  briefly  1st,  the  nature  of  the 
studies  to  be  be  pursued  in  the  college.  2nd,  Explain  the  prin- 
ciples on  which  the  institution  is  to  be  conducted,  and,  3rd,  The 
benefits  it  is  calculated  to  confer. 

1.  The  studies  to  be  pursued  are  those  usually  taught  in  all  of 
our  colleges.  Your  sons  will  be  instructed  in  the  classics,  the 
mathematics,  philosophy,  history — in  a word  enjoy  all  the  ad- 
vantages of  other  college  in  the  United  States.  Fortunatly 
there  appears  no  difficulty  in  obtaining  suitable  men  as 
Professors.  Men  of  sound  learning,  of  unimpeachable  charac- 
ters and  attached  to  the  peculiar  institutions  of  our  Southern 
country.  Without  this  latter  essential  qualification  they  could  not 
under  any  circumstances  be  received  or  countenanced  among  us. 

We  yesterday  elected  as  President  of  this  college,  a gentleman 
of  education,  of  high  principles  of  honor  and  integrity,  polished 
in  manners,  eloquent  and  pious,  and  a southern  man  by  birth  and 
education.*  We  regard  the  selection  as  most  fortunate  for  the 
best  interests  of  the  institution. 

We  feel  confident  that  we  will  be  able  to  establish  such  a dis- 
cipline in  the  college  under  the  direction  of  intelligent,  firm,  and 
able  men,  that  our  young  men  will  know  that  they  have  entered 
into  our  institution  for  the  purposes  of  study,  and  not  to  be  in- 
dulged in  idleness,  riot  and  dissipation,  and  in  those  rebellions 
which  have  so  frequently  thrown  our  colleges  into  chaos.  It  is 
intended  when  their  course  of  studies  shall  have  been  completed 
that  they  shall  receive  their  diplomas  and  graduate  with  all  the 
honors  of  the  college.  Owing  to  the  deficiencies  in  the  grammar 
schools  in  this  and  the  surrounding  districts,  it  will  be  necessary 
to  attach  a preparatory  grammar  school  or  academy  to  the  col- 
lege, which,  although  attended  with  considerable  labor  and  an 
additional  expense  will  be  of  great  advantage  to  those  who  are 
preparing  to  enter  the  college,  and  will  be  of  especial  benefit  to 
the  inhabitants  of  this  town,  who  will  be  able  to  have  their 
children  educated  without  the  necessity  of  removing  them  from 
the  coutrol  and  discipline  of  their  families. 

2.  In  this  part  of  our  address  it  may  be  necessary  to  explain 


Rev.  F.  R.  Anspack,  of  Virginia. 


ADDRESS  ON  EDUCATION. 


11 


how  far  this  is  intended  to  be  a denominational  college.  To 
denominational  colleges — in  the  usual  meaning  of  the  term — 
that  is  literary  institutions  conducted  on  the  sole  principle  of 
teaching  a peculiar  set  of  religious  dogmas — we  have  ever  been 
opposed.  Our  idea  is,  that  whilst  students,  intended  for  the 
ministry  should  be  thoroughly  grounded  in  the  doctrines  of  their 
peculiar  faith  in  their  own  theological  seminaries,  and  that  our 
people  should  be  instructed  in  our  churches  and  Sunday  schools 
in  those  articles  of  faith  which  are  the  characteristics  of  the 
several  bodies  of  Christians,  our  halls  of  learning  and  science 
should  be  open  to  all.  Our  young  men  of  every  religious  pro- 
fession are  destined  to  mingle  together  in  all  the  walks  of  public 
and  private  life,  and  they  will  be  prepared  to  live  and  labor  in 
greater  harmony  if  they  have  associated  together  in  the  same 
schools  and  colleges.  It  is  even  a matter  of  regret  that  in 
our  religious  views,  in  our  doctrines  and  forms  of  worship  we 
could  not  all  harmonize. 

It  is  true,  the  church  of  which  he  who  addresses  you  is  a 
humble  representative,  is  firmly  and  devotedly  attached  to  the 
sentiments  of  the  reformation,  and  venerates  the  name  of  Luther 
as  the  father  of  protestantism  and  the  successful  advocate  of  the 
freedom  of  religious  thought  and  the  holy  scriptures  as  our 
guide  in  doctrine  and  in  duty;  yet  that  church  inculcates  an  ex- 
tensive charity  and  liberality  in  all  its  opinions  and  feelings. — 
Its  pulpits  and  its  communions  are  open  to  all  Christians.  It  has 
never  been  a proselyting  church.  Satisfied  that  our  brethren  of 
other  denominations  have  adopted  from  our  creed  all  the  doctrines 
that  are  essential  to  salvation;  we  welcome  them  as  of  the 
same  Christian  fold,  and  devoutly  pray  that  we  may  all  “ endea- 
vor to  keep  the  unity  of  the  spirit  in  the  bond  of  peace.” 

Whilst  however  this  is  not  designed  to  become  a sectarian  col- 
lege, it  must  not  for  a moment  be  supposed,  that  in  this  institu- 
tion the  great  truths  of  our  common  Christianity  will  not  be  pro- 
minently acknowledged  and  faithfully  inculcated.  Sentiments  of 
piety  should  be  impressed  on  the  minds  of  the  young  and  should 
form  a part  of  all  our  instructions.  Religion  forms  the  relation 
between  man  and  his  God,  not  only  as  the  Creator  and  creature, 
as  governor  and  subject,  but  as  the  support  of  the  relation  be- 
tween man  and  man,  as  the  foundation  and  principle  of  social  and 
moral  duties.  . Religion  is  equally  the  basis  of  private  virtue 
and  public  faith;  of  the  happiness  of  the  individual  and  the  pros- 


12 


ADDRESS  ON  EDUCATION. 


perity  of  the  nation.  Thus  far  we  intend  to  go,  and  we  feel  as- 
sured that  every  Christian  parent,  to  whatever  denomination  he 
may  be  attached  will  second  us  in  these  resolutions. 

Whilst  however  the  members  of  the  Lutheran  church  are  de- 
sirous of  throwing1  open  these  halls  of  learning  for  the  benefit  of 
all,  we  expect  to  derive  no  small  advantage  from  the  institution. 
Our  theological  students  who  are  to  succeed  their  elder  brethren 
in  the  ministry  will,  with  few  exceptions  be  educated  here  before 
they  enter  the  theological  seminary.  Few  of  them  have  the  means 
of  meeting  the  increased  expenditures  of  an  education  at  our 
State  college,  and  they  would  naturally  prefer  being  associated 
with  professors  who  they  felt  assured  would  take  an  interest  in 
their  improvement.  Parents  of  our  own  faith  whose  children 
may  be  destined  for  other  professions  than  those  of  the  ministry 
will  feel  greater  security  in  sending  their  sons  here,  than  to 
more  distant  colleges  in  whose  discipline  they  have  less  confi- 
dence. But  beyond  the  advantages  we  expect  to  derive  from 
the  education  of  our  theological  students,  we  have  no  interest 
but  that  which  all  other  denominations  will  enjoy  in  common 
with  us.  It  is  true,  we  have  stipulated  for  a majority  in  the 
Board  of  Trustees,  but  it  will  be  borne  in  mind  that  some  of 
your  most  influential  and  intelligent  men,  who  are  not  identified 
with  our  church,  are  also  trustees  and  co-laborers  with  us,  and 
their  very  names  will  be  the  guaranties  that  the  affairs  of  the 
college  will  be  conducted  on  liberal  principles.  We  have  volun- 
tarily assumed  a great  proportion  of  the  labor;  we  must  make 
provision  to  meet  the  heavy  expenditures,  and  we  take  a large 
share  of  the  responsibility  in  conducting  the  affairs  of  the  col- 
lege. Thus  it  will  be  perceived  that  all  denominations  enjoy 
equal  advantages  with  us  as  far  as  the  education  of  their  sons  is 
concerned.  In  a word,  we  voluntarily  assume  the  labor  and  the 
responsibility,  and  they  will  enjoy  equal  privileges  with  us  with- 
out either  labor  or  responsibility. 

It  is  difficult  to  conceive  in  what  other  mode  a college  under 
our  peculiar  circumstances  could  be  sustained  with  any  prospect 
of  success.  The  State  supports  its  own  institution  very  liberal- 
ly but  will  not  render  aid  to  any  other.  Our  college  has  not  as 
yet  been  endowed  with  gifts  or  legacies  and  we  have  no  funded 
capital.  If  we  wfere  to  depend  upon  having  the  college  endowed 
by  all  denominations  and  have  an  equal  number  of  trustees  among 
the  various  societies  of  Christians  it  would  soon  be  discovered 


ADDRESS  ON  EDUCATION. 


13 


that  no  denomination  in  particular  would  take  an  interest  in  the 
institution.  It  would  be  difficult  to  convene  a Board  of  Trus- 
tees; sectarian  feelings  would  be  generated,  and  the  best  in- 
terests of  the  institution  would  be  jeopardized.  This  subject  has 
for  many  years  engaged  our  earnest  and  prayerful  attention. — 
We  could  not  conscientiously  support  an  institution  but  on  the 
broadest  principles  of  Christian  liberality.  It  is  on  these  prin- 
ciples that  we  intend  this  college  to  be  conducted.  We  have 
called  it  Newberry  College.  The  name  of  this  grown  g and 
flourishing  town  and  this  fertile  district  will  be  a rallying  point 
to  the  lovers  of  learning  and  science,  not  only  in  this  district, 
but  in  those  by  which  you  are  surrounded. 

Inhabitants  of  Newberry,  it  is  your  college — named  after  your 
town  and  district.  Cherish  her  as  the  young  daughter  of  your 
love  and  training.  Be  proud  of  her  for  the  fair  promises  she  holds' 
oi^t  to  you  in  the  years  of  her  maturity  when  she  will  become 
the  mother  of  many  sons,  whose  voices  will  be  heard  at  the 
forum,  the  bar,  in  the  Senate  and  from  the  sacred  desk;  and  who 
when  duty  shall  require  it,  will  become  the  defenders  of  the 
time-honored  institutions  of  our  Southern  land.  Thus,  “she  shall 
give  to  thine  head  an  ornament  of  grace,  a crown  of  glory  shall 
she  deliver  to  thee.”  Throw  over  her  the  mantle  of  your  protection, 
and  bestow  on  her  the  fond  and  benevolent  smiles  of  a parent; 
then,  when  in  other  years,  men  effeminated  by  luxury  and  grown 
giddy  by  the  pride  of  life,  shall  display  their  ornaments — their 
gay  equipages  and  their  trappings  of  silver  and  gold,  she,  the 
alma  mater,  like  Cornelia,  the  mother  of  the  Gracchi,  will  point 
with  proud  exultation  to  her  sons,  and  proclaim,  “These — these 
are  my  jewels.” 

3.  Let  us  now  proceed  to  point  out  some  of  the  advantages 
which  we  may  reasonably  hope  will  be  derived  from  the  institu- 
tion whose  foundation  is  this  day  laid.  So  full  of  interest  is  the 
subject  that  it  is  difficult  to  decide  where  we  ought  to  begin, 
and  equally  difficult  to  be  restrained  at  the  point  where  we 
ought  to  conclude. 

It  must  be  left  to  men  of  more  experience  in  pecuniary  affairs, 
to  point  out  to  you  the  advantages  which  this  town  will  derive 
from  an  increase  in  the  value  of  property,  in  consequence  of  the 
vicinity  of  the  college.  A college  always  creates  a town  and 
then  a city,  wherever  it  may  be  located.  Families  of  wealth, 
education  and  influence  will  take  up  their  residences  there,  to 


14 


ADDRESS  ON  EDUCATION. 


enjoy  the  advantages  of  education,  and  the  benefits  of  society. 
By  this  means  cities  have  sprung  up,  where  before,  nothing  but 
a solitary  farm  house  existed.  This  is  the  result  of  our  expe- 
rience in  regard  to  every  college  both  in  Europe  and  America; 
we  are  warranted,  therefore,  in  believing  that  the  same  results 
will  attend  our  present  efforts. 

But,  whilst  these  temporalities  are  not  to  be  disregarded  we, 
should  look  for  far  higher  and  infinitely  more  beneficial  results 
which  will  flow  from  our  present  efforts.  Our  schools  of  learn- 
ing  and  our  halls  of  science  are  intended  to  build  up  the  inner 
man  and  entitle  him  to  the  honor  bestowed  on  him  by  his  Maker, 
who  has  described  his  high  mission  and  exalted  destination  in 
these  emphatic  words:  “ Thou  hast  made  him  a little  lower  than 
the  Angels,  and  hast  crowned  him  with  glory  and  honor.  Thou 
madest  him  to  have  dominion  over  the  works  of  thy  hand;  thou 
hast  put  all  things  under  his  feet.” 

One  of  the  most  important  advantages  which  a well  conduc- 
ted college  confers  on  a community  is,  not  the  simple  rearing  up 
of  a class  of  intelligent  men  who  will  graduate  at  the  institu- 
tion, but  the  effects  which  in  the  silent  progress  of  time  will  be 
produced,  as  the  result  of  the  education  of  the  few  for  the  ulti- 
mate benefit  of  the  whole.  What  is  most  needed  in  our  southern 
country  is  an  intelligible  and  practicable  system  of  popular 
instruction — and  that  the  business  of  teaching  should  be  better 
understood,  more  highly  appreciated,  and  more  liberally  remu- 
nerated. The  education  of  the  people  is  the  hope  of  our  very 
existence.  Such  institutions  as  ours  can  have  no  permanent 
standing  but  on  the  basis  of  knowledge  and  virtue.  Our  nation 
js  passing  through  a great  trial.  Let  luxury  and  excess  be  per- 
mitted to  grow  in  oui^  cities;  let  vice  stalk  abroad  fearlessly  in 
our  villages;  let  our  hardy  yeomanry  become  indolent  and  ineffi- 
cient; let  our  noble  youth  lose  the  principles  of  virtuous  educa- 
tion, and  indulge  in  extravagance  and  revelry,  then  farewell  to 
our  country’s  hope.  Though  the  semblance  may  remain  for  a 
while,  the  spirit  will  have  fled  forever. 

Another  of  the  great  benefits  expected  to  be  derived  from  this 
institution,  is  that  it  will  supply  suitable  teachers  for  our  com- 
mon schools,  and  thus  elevate  the  standard  of  education  among 
our  people.  A body  of  intelligent,  laborious,  virtuous  and  pious 
professors  will  exert  a most  salutary  influence  on  the  students 
and  the  community  around  them.  The  students  will  carry  home 


ADDRESS  ON  EDUCATION. 


15 


with  them  to  their  families  and  various  neighborhoods,  the  seeds 
of  Knowledge — the  love  of  study  and  the  ambition  to  excel. 
Parents  will  be  convinced  that  their  money  and  efforts  in  behalf 
of  the  education  of  their  sons,  have  been  doubly  remunerated. 
These  young  men  will  enter  on  their  various  professions — many 
of  them  will  become  teachers  in  our  common  schools.  They 
will  from  their  knowledge  and  experience  be  admirably  qualified 
for  the  work  before  them.  A desire  and  a taste  for  knowledge 
will  be  widely  diffused  among  the  masses.  A well  educated 
yeomanry  is  a blessing  to  any  community.  At  present,  at  your^ 
various  agricultural  meetings,  who  are  they  that  address  the 
assembled  crowds?  They  are  either  lawyers,  clergymen  or 
politicians,  and  we  need  not  be  surprised  if  men  without  expe- 
rience should  advance  wild  and  speculative  theories.  Why  does 
not  the  farmer  address  these  meetings?  He  has  moie  experience 
and  knowledge  on  these  subjects  than  the  combined  wisdom  of 
all  the  professional  men  on  the  ground.  He  is  now  silent  be- 
cause he  has  not  been  educated.  When,  however,  he  shall  have 
received  the  benefits  of  an  education,  he  will  hold  up  his  head 
among  his  equals,  and  will  save  others  the  trouble  of  making 
speeches  for  him,  either  on  agricultural  or  political  subjects. 

Where  men  are  well  educated,  their  wives,  sisters  and  daugh- 
ters will  not  consent  to  remain  far  in  the  rear.  Woman  is  the 
companion  and  the  equal  of  man,  and  it  will  soon  be  perceived, 
that  although  she  is  not  destined  to  occupy  the  posts  designed 
for  the  more  rugged  sex,  yet  that  in  all  that  is  valuable  in  edu- 
cation— fin  all  that  can  inform  the  mind,  regulate  the  affections 
and  adorn  her  character,  as  a Christian  woman,  she  is  fully 
capable  of  qualifying  herself  for  her  high  destination. 

Thus  the  college  exerts  its  silent  but  progressive  influence. 
Like  the  light  of  the  morning,  its  rays  penetrate  everywhere. 
In  time  it  changes  the  aspect  of  society,  and  if  its  teachings  of 
knowledge  impress  on  the  hearts  of  men  that  higher  knowledge 
of  duty,  that  leads  to  salvation,  then  has  she  fulfilled  her  mission 
in  rendering  man  wiser,  better  and  happier,  qualified  for  useful- 
ness on  earth,  and  fitted  for  the  society  of  angels  in  heaven. 

If  we  are  told  that  many  valuable  men  rose  to  eminence  and 
usefulness  without  a collegiate  education — that  Washington  was 
a wise  statesman,  a heroic  leader  of  armies,  and  the  best  of  men 
— that  Franklin  pierced  the  clouds  and  rendered  the  lightning 
submissive  to  his  call — that  Rittenhouse  carried  the  knowledge 


16 


ADDRESS  ON  EDUCATION. 


of  astronomy  beyond  that  of  his  age — and  that  our  records  con- 
tain the  biographies  of  thousands  of  other  great  and  good  men, 
who  are  entitled  to  the  gratitude  of  posterity  for  their  discove- 
ries, or  their  invaluable  services  to  mankind — and  yet,  that  none 
of  these  entered  within  the  walls  of  a college.  The  answer  is 
at  hand;  these  great  and  good  men  were  not  even  the  exceptions 
to  the  general  rule,  that  education  is  necessary  to  success  in 
every  department  of  life.  True,  they  did  not  receive  collegiate 
educations,  but  they  educated  themselves.  The  work  was  more 
laborious,  but  they  accomplished  it.  They  acquired  knowledge 
by  the  slow  process  of  study — of  thought  and  self-discipline- 
The  college  did  not  make  them,  but  knowledge — that  knowledge 
which  is  taught  at  the  college,  many  branches  of  which  they 
pursued  with  the  intensity  of  thought — of  reading  and  study, 
made  them  great  men.  Thus,  although  in  one  sense  they  were 
self  made  men,  yet  they  drank  from  the  same  fountain  that  gave 
pre-eminence  to  other  men,  and  they  are  entitled  to  the  addi- 
tional credit  of  having  accomplished  great  ends  by  surmounting 
the  difficulties  that,  in  their  cases,  obstructed  the  paths  of 
knowledge. 

In  speaking  of  the  advantages  of  education,  it  is  fully  ad- 
mitted that  there  are  dissolute  and  bad  men  among  the  educated, 
since  all  men  have  inherent  propensities  to  evil,  and  that  in  these 
cases  their  adroitness  and  skill  in  the  commission  of  crime 
render  them  the  more  dangerous  to  society.  But  it  cannot  be 
denied  that  crime  is  more  common  among  the  uneducated  classes. 
From  the  statistics  of  criminals  in  the  penitentiaries  in  the 
United  States,  it  has  been  ascertained  that  five  sixths  at  least, 
are  unable  to  read  or  write.  It  should  be  farther  remarked  that 
the  man  of  education  and  polished  manners,  seldom  indulges  in 
brutal  violence  or  unpardonable  asperity  of  language;  on  the 
other  hand  the  ignorant  savage  has  immediate  recourse  to  the 
firebrand  or  the  knife. 

Reading  and  intellectual  pursuits  supply  those  resources  to 
the  mind  which  will  render  it  independent  ol  meaner  excite’ 
ments.  The  man  who  flies  to  the  intoxicating  bowl,  is  led  to  this 
degrading  habit,  generally  because  he  has  no  resources  in  his 
own  mind; — he  is  unaccustomed  to  find  pleasure  in  books — his 
evenings  are  dull  to  him, — he  goes  abroad  for  relief,  and  gener- 
ally finds  that  relief,  which  is  his  ruin.  Let  such  a man  be 
educated  to  the  love  of  knowledge — let  him  have  some  acquain- 

v 


ADDRESS  ON  EDUCATION. 


n 


tance  with  the  laws  of  nature — let  him  have  access  to  books, 
and  leisure  to  him  will  not  be  a burden,  nor  will  his  home  become 
irksome.  He  will  find  new  resources  and  a new  impulse  to  life, 
and  he  will  be  raised  above  sense  and  matter  to  intellect  and 
virtue. 

By  reading  and  study,  the  vast  storehouse  of  nature,  the 
mysteries  of  art  and  the  histories  of  the  past  and  present  gene- 
rations of  the  world  are  all  brought  home  familiarly  to  his  mind. 
Within  the  last  few  years  a visionary  sect,  calling  themselves 
spiritualists,  have  greatly  startled  weak  minds,  by  a pretended 
power  to  recall  to  the  earth  the  spirits  of  departed  worthies — 
of  holding  converse  with  them  and  extracting  a variety  of 
opinions  from  this  intercourse.  From  these  conversations  it 
would  appear  that  the  intellects  of  these  ancient  sages  have 
become  considerably  blunted*  since  their  long  absence  from  this 
earth.  The  student,  however,  need  not  resort  to  these  necro- 
mances,  or  to  any  system  of  jugglery  and  fraud  to  be  indulged 
in  the  priviledge  of  holding  intercourse  with  the  wise  and  the 
talented  of  past  ages.  We  cannot  enter  a well-selected  library 
without  feeling  an  inward  sensation  of  reverence,  and  without 
being  excited  to  emulation  by  the  mass  of  mind  scattered  around 
us,  We  p,re  suddenly  introduced  into  a high  and  lofty  society 
which  we  cannot  find  among  living  men.  We  associate  with  the 
men  of  the  past,  and  find  the  human  mind  displayed  in  its  highest 
flights  in  all  its  walks  through  science  and  the  cycle  of  its  thou- 
sand intelligences.  We  are  permitted  to  ransack  all  the  stores 
of  learning  and  knowledge,  and  revel  in  the  mysteries  of  thought. 
Thus  we  become  associated  with  men  whose  works  have  out- 
lived monuments  and  pyramids,  and  still  survive  in  unspent  and 
undiminished  youth.  Why,  in  man’s  folly,  would  he  call  back 
the  fossil  remains  of  departed  greatness,  when  we  have  in 
their  works  before  us,  their  minds  in  their  fullest  development, 
and  when  they,  in  their  best  attire  and  kindest  manner,  will 
come  to  us  at  our  bidding.  The  pleasure  of  intercourse  with 
minds  of  the  highest  stamp — in  their  works — especially  when 
they  are  presented  wearing  the  garb  of  hoary  antiquity,  can 
scarcely  be  surpassed. 

Have  we  a taste  for  classical  learning — do  we  delight  in 
going  back  to  the  days  of  ancient  Greece  and  desire  to  know  the 
thoughts  and  habits  of  men,  before  the  Christian  era  ? We  have 
access  to  the  thoughts,  clothed  in  their  own  words,  of  Homer, 


18 


ADDRESS  ON  EDUCATION. 


Plato,  Demosthenes,  Xenophon,  Plutarch,  Sophocles,  Pindar, 
Aristophanes,  and  a host  of  others;  or  do  we  wish  to  be  intro- 
duced into  the  families  of  the  Romans,  their  Latin  cotempo- 
raries of  the  same  ages,  we  may  turn  to  Cicero,  Livy,  Csesar, 
Horace,  Virgil,  Juvenal,  Ovid,  Tacitus,  and  others  whose  works 
have  immortalized  their  names.  Do  we  delight  in  philosophical 
studies?  We  may  summon  Bacon  from  his  closet,  and  he  will 
give  us  the  conceptions  of  his  mighty  mind;  with  him  are  ready 
to  come  Locke  and  Reid  and  Stewart,  Condillac,  Berkeley, 
Hartley,  or  Paley.  Are  our  minds  thirsting  for  the  knowledge 
that  is  derived  from  the  higher  mathematical  studies?  We  may 
at  any  time  call  upon  Plato,  Aristotle,  Copernicus,  Leibnitz, 
Newton,  Kepler,  or  Herschel.  In  history  and  the  arts  we  have 
vast  libraries  at  our  command.  Are  we  devoted  to  the  natural 
sciences  ? Buffon,  Linnaeus,  Cuvier,  and  an  army  of  naturalists, 
will  wake  up  at  our  invitation  and  tell  us  the  history  of  the 
earth  we  tread  on — of  the  birds  of  the  air — the  beast  of  the 
field — the  fishes  of  the  sea,  and  every  creeping  thing;  they  will 
also  discourse  to  us  of  the  trees  and  plants,  “from  the  cedar 
that  is  in  Lebanon  even  unto  the  hyssop  that  springeth  out  of 
the  wall.”  The  poets  that  sung  in  every  age  are  here  also  to 
commence  their  songs  anew,  and  Shakespeare  and  Milton,  Pope, 
and  Dryden,  Klopstock,  Schiller  and  Goethe,  Tasso,  Racine  and 
Corneille  invite  us  to  leave  the  busy  haunts  of  living  men  for  a 
season  and  partake  of  the  rich  festival,  which  these  departed 
worthies  have  prepared  for  all  the  world. 

But  we  are  compelled  to  break  away  from  the  indulgence  of 
these  fascinating  reminiscenses;  not  however  without  recalling 
Milton’s  lamentation  of  the  mother  of  the  human  family  when 
driven  from  Paradise,  or  the  lingering  desires  of  the  wife  of  Lot, 
when  she  looked  back  upon  Sodom.  We  are  reminded  that 
there  is  danger  of  relinquishing  the  duties  of  life  in  the  luxurious 
leisure  of  study.  The  men  of  letters  must  resoluiely  counteract 
their  propensities  to  indolence  and  too  great  a love  for  retire- 
ment. 

The  fact  must  not  be  overlooked,  that  languages  and  litera- 
ture are  far  from  being  the  only  studies  of  the  college.  The 
greater  proportion  of  those  studies  are  of  a nature  adapted  to 
the  practical  duties  of  life,  and  there  is  no  department  either  in 
agriculture,  in  architecture,  in  mining,  in  the  manufactures,  in 
surveying,  in  the  construction  of  rail  roads  and  canals,  in 


ADDRESS  ON  EDUCATION. 


19 


composition,  in  keeping1  accounts,  and  in  all  that  ministers  to 
to  wealth  and  comfort  that  is  not  aided  by  those  instructions  de- 
rived from  a collegiate  course.  Men  of  reflection  and  foresight 
can  scarcely  doubt,  that  in  the  course  of  the  next  half  century 
the  value  of  property  in  this  and  the  surrounding  districts  will 
be  increased  four-fold  in  consequence  of  improved  modes  of  agri- 
culture, manufactures,  mechanics,  etc.  In  fact  you  have  all  the 
resources  within  vonrselves,  so  that  if  driven  to  the  necessity 
you  could  render  yourselves  independent  of  the  world,  not  even 
excepting  the  production  of  tea  and  sugar.  All  this  can  be  ac- 
complished in  no  other  way  than  by  a general  diffusion  of  know- 
knowledge  and  its  judicious  application  in  those  industrial  pur- 
suits that  contribute  to  man's  wealth  and  comforts.  How  far  a 
well  conducted  college  will  aid  you  in  arriving  at  these  desirable 
results,  you  are  now  preparing  to  ascertain,  and  the  problem 
will  be  solved  by  the  success  or  failure  of  your  institution. 

But  why  wait  on  the  tardy  footsteps  of  time?  The  problem 
has  been  already  solved.  Look  at  Scotland,  with  its  barren  soil 
and  ungenial  climate,  once  trodden  down  and  plundered  by 
robber  chieftains.  The  seeds  of  knowledge  were  sown  broad- 
cast among  the  people,  and  gradually  the  nation  became  regene- 
rated, and  they  have  carried  their  knowledge,  industry  and 
enterprise  to  every  land.  Look  at  Switzerland,  romantic  from  its 
towering  Alpine  mountains,  and  its  deep,  but  fertile  and  blooming 
vallies — rearing  its  mighty  glaciers  above  the  clouds  of  heaven 
— the  land  of  Tell  and  of  freedom, — shut  out  from  the  commerce 
of  the  world,  and  without  the  command  of  a navigable  river 
leading  to  the  ocean.  What  must  such  a people  do  to  preserve 
their  independence?  A solitary  republic,  surrounded  by  jealous, 
powerful  and  warlike  monarchies.  They  discovered  the  secret 
of  human  power.  In  their  cities,  they  reared  gymnasiums  and 
universities,  and  in  every  nook  and  corner  of  their  vallies,  and 
on  the  slopes  of  their  mountains,  the  school  house  is  seen,  and 
the  church  not  far  distant.  A sound  and  practical  education 
enabled  them  to  excel  in  the  arts,  and  many  of  their  manufac- 
tured articles  have  taken  precedence  of  the  world.  It  may  here 
be  added  that  the  finer  works  of  nearly  every  timepiece  that  we 
carry  in  our  pockets,  have  originated  from  the  workshops  of  that 
ingenious,  free  and  independent  nation.  Such  a people,  whose 
knowledge  has  enabled  them  to  find  resources  within  themselves, 
are  invincible.  Their  confederacy  of  free  and  independent  states 


20 


ADDRESS  ON  EDUCATION. 


has  already  lasted  five  and  a half  centuries.  Italy,  Austria, 
France  and  Bavaria  successively  strove  for  ages  and  centuries, 
to  conquer  them, — they  invaded  their  land  with  fierce  warriors, 
scaled  their  mountains,  and  carried  fire  and  sword  into  the  vil- 
lages of  their  peaceful  vallies;  but  they  were  all  compelled  to 
retire  in  discomfiture  and  disgrace.  Look  at  Protestant  Germa- 
ny, with  her  unrivalled  schools  of  learning.  Select  for  instance 
Upper  Saxony, — she  has  no  river  of  commerce,  and  her  natural 
soil  is  less  productive  than  that  of  Austria,  from  which  it  is 
separated  by  no  other  land  mark  than  a pillar  of  stone . Every 
child  in  the  kingdom  is  taught  to  read  and  write  and  keep  ac- 
counts. Her  University  at  Dresden  is  an  ornament,  an  honour 
and  a blessing  to  the  country.  No  traveller  passing  from  Sax- 
ony into  Bohemia,  the  neighbouring  Territory  of  Austria,  can 
fail  to  observe  the  vast  difference,  in  all  that  constitutes  an 
intelligent,  prosperous  and  happy  people,  between  an  educated 
and  an  uneducated  nation. 

In  conclusion,  you  will  yet  indulge  us  in  briefly  relating  an 
anecdote  which  we  trust  is  not  inappropriate  to  the  occasion  and 
the  objects  which  have  brought  us  together. 

Nineteen  years  ago,  in  one  of  our  visits  to  the  University  of 
Berlin — the  most  eminent  in  the  world — we  were  kindly  con- 
ducted through  the  various  halls  of  learning  by  the  prime 
minister  of  the  aged  king,  who  has  since  deceased.  In  the 
course  of  a conversation  in  reference  to  the  value  of  institutions 
of  learning  to  a nation,  he  related  the  following  very  striking 
incidents. 

When  Napoleon  with  his  armies  had  overrun  Prussia,  and  all 
Germany  was  lying  prostrate  at  his  feet,  the  king'  summoned  his 
political  ministers  to  his  side.  He  inquired,  in  the  look  and 
language  of  despair,  what  in  this  emergency  could  be  done  ? 
After  a long  pause,  one  of  his  counsellors  said:  “We  have  tried 
all  that  physical  power  could  effect;  we  filled  our  ranks  with 
strong,  brave  and  well-disciplined  men,  but  our  armies  have  been 
conquered — even  our  tall  grenadiers  from  Potsdam  have  been 
prostrated — and  now  the  heel  of  the  oppressor  is  on  our  necks. 
I would  advise  that,  as  a last  resort,  we  try  the  effect  of  intel- 
lectual and  moral  power.  Letjis  educate  the  people  of  all  ranks. 
Let  us  begin  here  at  Berlin,  and  establish  a university  that  will 
give  a tone  to  every  gymnasium  and  people’s  school  in  the 
kingdom.  Let  us  give  to  all  our  people  that  knowledge  which 


ADDRESS  ON  EDUCATION. 


21 


will  enable  them  to  build  up  the  resources  of  their  country,  and 


that  courage  which  will  make  them  ready  to  defend  it.  Let 


religion,  which  teaches  the  love  of  country  and  the  duty  we  owe 
to  God  and  man,  be  inculcated  in  all  our  schools  and  seminaries 
of  learning.”  That  very  day  the  erection  of  a university  was 
decided  on.  Every  child  in  Prussia  was  compelled  by  a law  of 
the  kingdom  to  attend  school.  Education  was  widely  diffused 
among  the  people,  and  the  intellectual  man,  from  the  highest 
nobleman  to  the  poorest  peasant,  became  educated.  All  protest- 
ant  Germany  became  animated  by  the  same  zeal  in  the  cause  of 
education.  In  Prussia,  education  was  compulsory  by  the  laws 
of  the  land;  in  the  adjoining  kingdoms  it  became,  at  least,  the 
law  of  custom. 

In  the  silent  progress  of  time,  a new  arm  of  power  was  be- 
stowed on  the  nation.  Science  and  the  arts  gave  a stimulus  to 
agriculture.  Manufactures  of  all  descriptions  were  carried  into 
successful  operation,  and  all  the  sinews  of  war  became  strength- 
ened. By  the  general  diffusion  of  knowledge,  writings  and 
speeches  now  eminated  from  the  most  intelligent  of  the  common 
people;  patriotic  songs  were  composed  and  became  national 
songs,  a volume  of  which,  entitled  “The  Lyre  and  the  Sword,” 
was  written  by  Koerner,  who  was  originally  a volunteer  soldier  in 
the  army.  He,  like  Burns,  a ploughman,  and  like  Hogg,  the 
Ettrick  sheppard,  sprung  from  the  lower  ranks  of  society,  and 
was  a poet  by  nature.  He  sung  of  the  wroners  and  oppressions 


of  Germany,  his  native  land — of  patriotism 


sacrificing  life  for  the  good  of  our  country.  Through  these  in- 
strumentalities, the  whole  nation  of  Germany  was  roused  up 
to  a burning  desire  to  free  their  country  from  foreign  rule.  An 
enthusiasm  was  awakened  by  these  patriotic  writings  and  dis- 
courses, and  these  touching  and  soul  stirring  melodies,  scarcely 
equalled  by  the  effect  of  the  Marsailles  hymn  on  the  French,  or 
the  Ranz  de  vaches  on  the  Swiss.  Koerner  fell  on  the  field  of  battle, 
thus  sealing  his  devotion  to  his  fatherland  with  his  blood. 

Let  us  now  look  at  the  sequel  and  mark  the  effect  of  education  on 
the  security  and  prosperity  of  a nation.  Two  thirds  of  a genera- 
tion had  scarcely  passed  away  when  that  very  king  with  his  army 
of  heroes  lived  to  become  one  of  the  conquerors  at  the  battle  of 
Waterloo,  and  to  unite  his  victorious  legions  to  those  of  the  allies 
in  their  entrance  into  the  streets  of  conquered  Paris;  and  that 
now  aged  counsellor  who  had  given  the  advice  was  before  us. 


22 


ADDRESS  ON  EDUCATION. 


Fellow  citizens,  and  especially  our  Lutheran  brethren:  Your 
forefathers  were  long  engaged  in  cultivating  the  physical  and 
moral  man.  By  the  former  they  were  enabled  to  fell  the  forest, 
and  render  their  fields  productive,  and  by  the  latter  their  charac- 
ters as  men  of  integrity  were  established.  Whilst  you  are  en- 
joying the  fruits  of  their  labors  and  the  light  of  their  religious 
example,  resolve  that  you  will  now  bring  to  your  aid,  another 
and  an  additional  power — that  power  which  can  create  new  re- 
sources and  surmount  all  difficulties — a power  that  gives  a lever 
to  move  the  world — the  •power  of  knowledge.  Let  that  knowledge 
be  regulated  and  controlled  by  the  pure  precepts  of  that  gospel 
which  deters  from  evil  by  a consciousness  of  accountability,  and 
stimulates  to  goodness  by  the  smiles  of  conscience  and  the  ap- 
probation of  God;  then  will  you  have  fulfilled  your  mission  as 
intelligent  beings,  and  through  the  mercies  of  heaven  may  hope 
for  the  rewards  of  a blissful  immortality, 


